Discovering Teacher Leaders: The Journey to Self-Identification

Leadership identity is a pivotal concept that shapes individuals' responses to challenges and potential to assume leadership roles, which could significantly impact organisational success, especially in the realm of education. However, the multifaceted nature of leadership identity development has been relatively unexplored in previous research. Our study aims to address that research gap by shedding light on the intricate process of self-identification as teacher leaders. We elucidate whether the transition towards leadership identity is an incremental realisation or a catalytic event that propels self-recognition as a leader.This paper offers a preliminary exploration into the transformative journey undertaken by New Zealand educators in which they may experience a transition from uncertain leadership identity to self-assured leadership. Focused within the framework of the Master of Contemporary Education programme, our study employs a mixed-method design, combining surveys and semi-structured interviews, to uncover the factors influencing educators’ self-perception in their leadership identity.Drawing on Leadership Identity Formation Theory (LIFT) and examining data collected from teachers of diverse ethnic backgrounds across various educational contexts in New Zealand, we delve into the interplay between personal and contextual factors that either foster or impede the emergence of teacher leaders. By uncovering the nuances of the internalisation process within a diverse educational landscape, we anticipate that our findings will foster inclusivity and diversity in leadership roles. Our work invites participants to embark on an exploration of leadership identity, gaining insights into the intricate formation of this crucial facet of professional development. As barriers and enablers are delineated, this research endeavours to facilitate a richer comprehension of the factors shaping leadership identity and to contribute to a deeper understanding of leadership identity dynamics. The findings hold practical implications for leadership development programs and the trajectory of educational leadership in New Zealand.